| From Burnout to Flow: The Role of Generative AI in Recalibrating Teacher Cognitive Load and Emotional Capacity in Education |
| کد مقاله : 1175-ELTCONF7. (R1) |
| نویسندگان |
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سمیرا خالوئی * دانشگاه آزاد اسلامی واحد اصفهان(خوراسگان) |
| چکیده مقاله |
| The rapid emergence of generative artificial intelligence (GenAI) in education has reshaped the cognitive and emotional landscape of teaching, offering both opportunities for enhanced instructional design and challenges related to technological adaptation. This study examines how GenAI use influences teacher burnout, cognitive load, emotional capacity, and the likelihood of achieving flow—an optimal psychological state characterized by deep engagement and intrinsic motivation. Employing a convergent mixed-methods design, data were collected from 112 Iranian EFL teachers through validated measures of burnout, cognitive load, emotional regulation, flow experience, and AI-supported teaching practices, alongside semi-structured interviews with 20 participants. Quantitative findings revealed that higher GenAI usage significantly predicted lower cognitive load and emotional exhaustion, as well as greater emotional capacity and flow experience. Structural equation modeling demonstrated that GenAI affected flow both directly and indirectly through reductions in cognitive load and increases in emotional capacity. Qualitative analyses further illustrated that AI tools alleviated repetitive tasks, enhanced mental clarity, reduced emotional strain, and enabled teachers to focus on creative and relational aspects of teaching. Together, these findings introduce a multilevel framework in which GenAI operates as a dual cognitive–emotional scaffold that supports teachers’ transition along the burnout–flow continuum. The study contributes theoretical insights and practical recommendations for integrating AI in ways that enhance teacher well-being, instructional quality, and sustainable engagement in the evolving digital era. |
| کلیدواژه ها |
| Generative AI; Teacher Burnout; Cognitive Load; Emotional Capacity; Flow Theory; EFL Education |
| وضعیت: پذیرفته شده مشروط برای ارائه به صورت پوستر |